· Assignment 2 (15%): Process Mapping of a Quality Improvement Initiative Assignments Updated Top of Form Due February 6 Starts Feb 1, 2015 12:01 AMEnds Feb 7, 2016 11:59 PM Bottom of Form Assignment 2 (15%): Process Mapping of a Quality Improvement Initiative Process Mapping: Students are required to research an existing health care organization of their choice. In your research you should identify a quality improvement (QI) initiative that will improve the way patient care is delivered at the facility. The QI can be the result of organizational need, accreditation standards, and/or regulatory requirements. Instructions: Clearly state the specific QI objective. Provide a brief description articulating why the QI is important and how the quality of patient care will be improved as a result of the QI. In addition, identify an executive, team lead, and staff member as the stakeholders who are responsible for the implementation of the QI and explain what roles they play in the implementation of the objective. It will be necessary to generate a flow chart that specifically emphasizes the steps necessary for implementing the QI as well as the position that is most appropriate for performing the tasks and exact duties of the step. Formatting: · Title Page · 1 page (double spaced) Page should include QI objective and description. · 1 page Page should include the flow chart illustrating the required steps necessary to implement the QI. · Reference Page (2 references minimum) · Written document should conform to American Psychological Association (APA) 6th Edition Module SC3004 – Empowerment and Advocacy Module Handbook January 2016 inclusion. Students will critically analyse the concepts of empowerment and advocacy and how they relate to different marginalised groups. The students will explore critiques of human services and the helping profession and be able to develop their own ‘practice models’ that take account of empowerment and advocacy. Students will engage critically with their experiences of social care provision (including other people’s published accounts) and explore how advocacy and empowerment might be used in the helping professions. They will explore different models of advocacy and critiques of advocacy services. Empowerment will be examined using different perspectives and students will apply these to their practice experience. They will also engage with different techniques for working with people to explore these issues (e.g. life story work, memory books, person centred planning, etc.) They will develop their own model of how the concepts of empowerment and advocacy can be applied to the emancipation of marginalised groups.Learning Outcomes By the conclusion of this module, a student will be expected to be able to demonstrate: (a) Demonstrate an in depth knowledge and understanding of the responses of society to those adults who are perceived as ‘different’ or ‘vulnerable’, and apply the concepts of.

1. · Assignment 2 (15%): Process Mapping of a Quality
Improvement Initiative
Assignments
Updated
Top of Form
Due February 6
Starts Feb 1, 2015 12:01 AMEnds Feb 7, 2016 11:59 PM
Bottom of Form
Assignment 2 (15%): Process Mapping of a Quality
Improvement Initiative
Process Mapping: Students are required to research an existing
health care organization of their choice. In your research you
should identify a quality improvement (QI) initiative that will
improve the way patient care is delivered at the facility. The QI
can be the result of organizational need, accreditation standards,
and/or regulatory requirements.
Instructions: Clearly state the specific QI objective. Provide a
brief description articulating why the QI is important and how
the quality of patient care will be improved as a result of the
QI. In addition, identify an executive, team lead, and staff
member as the stakeholders who are responsible for the
implementation of the QI and explain what roles they play in
the implementation of the objective. It will be necessary to
generate a flow chart that specifically emphasizes the steps
necessary for implementing the QI as well as the position that is
most appropriate for performing the tasks and exact duties of
the step.
Formatting:
· Title Page
· 1 page (double spaced) Page should include QI objective and
description.
· 1 page Page should include the flow chart illustrating the

2. required steps necessary to implement the QI.
· Reference Page (2 references minimum)
· Written document should conform to American Psychological
Association (APA) 6th Edition
Module SC3004 – Empowerment and Advocacy
Module Handbook
January 2016
inclusion. Students will critically analyse the concepts of
empowerment and advocacy and how they relate to different
marginalised groups. The students will explore critiques of
human services and the helping profession and be able to
develop their own ‘practice models’ that take account of
empowerment and advocacy. Students will engage critically
with their experiences of social care provision (including other
people’s published accounts) and explore how advocacy and
empowerment might be used in the helping professions. They
will explore different models of advocacy and critiques of
advocacy services. Empowerment will be examined using
different perspectives and students will apply these to their
practice experience. They will also engage with different
techniques for working with people to explore these issues (e.g.
life story work, memory books, person centred planning, etc.)
They will develop their own model of how the concepts of
empowerment and advocacy can be applied to the emancipation
of marginalised groups.Learning Outcomes
By the conclusion of this module, a student will be expected to
be able to demonstrate:
(a) Demonstrate an in depth knowledge and understanding of
the responses of society to those adults who are perceived as
‘different’ or ‘vulnerable’, and apply the concepts of

3. empowerment and advocacy to these responses.
(b) Show critical and analytical intellectual engagement with
relevant perspectives and theories relevant to empowerment
and advocacy.
(c) Demonstrate reflection on own and others’ responses to
issues of empowerment and advocacy that also takes account of
ethical and equal opportunity issues.
(d) Demonstrate transferable skills of presenting complex ideas
in ways that are understood by target audiences.
Module learning activities
Lecture
18
Seminar
9
Tutorial
3
Practical Classes
2
Guided independent study
118
All teaching sessions will be held on Monday mornings from 9-
12 in St. Alphege Building room 202 from Monday 11th January
until Monday 21st March 2016. This is subject to change so
please check your timetable regularly.
Programme Content:
Week
Date
Content

4. 1
11.1.16
LO A, B, C, D
Introduction to the Module
Outline of module
Assignment
The concept of empowerment
Difference and Vulnerability
Activity
2
18.1.16
LO A, B, C, D
Different models of advocacy
Activity
Citizenship
Social inclusion
3
25.1.16
LO A,B,C
Ways of working with people that promote advocacy and
empowerment
Linking models to practice
Equality of Opportunity
Social role valorisation
Models of inclusive working
4

5. 1.2.16
Trip to Enham
5
8.2.16
Guest Speaker
LO A,B,C
Critical perspectives on the advocacy movement
Ethics
Poster / Presentation and seminar preparation
6
15.2.16
Feedback Week activities and
Poster / Presentation assessment
7
22.2.16
Poster / Presentation assessment
8
29.2.16
Seminar preparation
9
7.3.16
Seminar
10
14.3.16
Assignment Preparation
Group Tutorial
Module evaluation
11
21.3.16
Assignment Preparation
Group Tutorial

6. Module evaluation
12
28.3.16
No session
Bank holiday
University closed
Directed Tasks
Directed tasks may be used:
· to prepare students for a taught session, such as prior reading
or preparation for an activity;
· to follow-up and extend learning from a session, such as
further reading;
· the consider research material for discussion in a seminar;
· to prepare presentations for seminars;
· to research local and national facilities; and
· to prepare for an assignment, such as gathering information.
All directed tasks must be completed. University-based tasks
are checked informally by University tutors for example by:
· discussion in session;
· collection to make informal assessment of understanding;
· sharing with fellow students to discuss issues arising from

7. task;
· contributions made to the taught session.
Directed tasks are assessed only when they form part of the
University formal assessment through contribution to an
assignment. Draft plans may be accepted up until week
10.Formal Assessment
‘Providing advocacy for people with profound learning
disabilities’
FORMAT:
Poster with 500 word booklet
or
Presentation ( in the range of 15 minutes per person)
and
Weight
50%
Pass Req
Yes
Seminar paper (2000 words)
‘The helping professions deskill communities. Explore this
suggestion with examples to support your argument’.
50%
Yes

8. Important note:
It is up to you to decide which Learning Outcomes you will
cover in each of the assignments. You must cover all Learning
Outcomes, but can do this as you choose. So for example you
may choose to cover all Learning Outcomes in both
assignments, or two in each assignment or choose to cover one
in your first assignment and three in your second, or vice versa.
You must make it very clear on your work which learning
outcomes you are aiming to meet.
All assignments should be word-processed in calibri font, size
11, black type, 1.5 line spaced, with 2.5 cm margins, page
numbered throughout, should include a reference list, and
should be presented as outlined in the programme handbook. In
the header of each page you must have your name, student
number and the title of the module. Please consult the Faculty’s
Assignment Guidelines on the Learning Network.
Assessment dates:
Task
Due date
Return date
Poster and Booklet OR Presentation ( in the range of 15 minutes
per person)
‘Providing advocacy for people with profound learning
disabilities’
A copy of ALL posters and booklets OR presentations must be
submitted to Rachel Harrison and Zoe Bowen-Ashwin by 9am
on Monday 15th February 2016.
Work will be given a final mark on 22.2.16 after all
presentations.
21.3.16
Seminar paper (2000 words)

9. ‘The helping professions deskill communities. Explore this
suggestion with examples to support your argument’.
31.2.16
28.4.16
The poster or presentation must be submitted in person or in the
case of the presentation, electronic copy must be provided by
9am on 15.2.16. The seminar paper will be submitted via
Turnitin. The seminar paper should be submitted before 3.30pm
on 31.3.16. If you are unsure of a deadline, then please be sure
to seek clarification from the Module Leader. Claiming that you
did not know, or forgot, the deadline will not be accepted.
Second Attempt Deadline: In the event that you need to submit
a second attempt at your essay after failing to achieve a pass
mark of 40% at the first attempt, the date for resubmission will
be 19 May 2016 and the return date will be 16th June 2016.
Work first submitted after 3.30pm on 31.3.16 but before 3.30
pm on 7.4.16 (without an agreed extension date for extenuating
circumstances) will be marked as LATE and will normally be
marked for a maximum of 40% with the opportunity to resubmit
a second attempt if required (before 19.5.16).
Work first submitted between 3.30pm 7.4.16 and 19.5.16
(without an agreed extension date for extenuating
circumstances) will be treated as a FAIL at first attempt and
treated as a SECOND ATTEMPT and marked at a maximum of
40% with no opportunity for a further second attempt. There
will be no further attempts allowed.
It is your responsibility to access your feedback and mark, to
contact your module leader regarding resubmission and to
resubmit in accordance with these deadlines.
Assignments are submitted electronically through ‘Turnitin’ to
allow the Programme to check work with a ‘similarity index

10. tool’. This allows us to see where submitted work is very
similar to work in the literature (e.g. where sentences or
paragraphs are ‘copied and pasted’). Where there are high
levels of similarity between students work and the literature
(25% and over) we will advise students to seek support on study
skills in the first year. As the degree progresses high similarity
scores will result in increasing penalties, including actions
related to ‘poor academic practice or ‘plagiarism’. (Please see
Programme Handbook for further information).
Word Limits
Writing succinctly is a key academic skill which the programme
seeks to promote. The student must note the word limit on the
assignment. You should include the word count for your
assignment at the end of the work. The word limit includes the
following:
• Every word from the introduction to the conclusion,
including headings
• Quotations included in the body of the text
• In-line references
The word limit excludes the following:
• Title page
• List of references
• Appendices
• Diagrams, graphs, images etc.
Penalties

11. •
Any excess over the allowed 10% is penalised. Work beyond
the word limit will not be marked (although it will receive
feedback);
•
Work below the word limit is highly likely to lack sufficient
detail to meet the learning outcomes and will be marked
accordingly.
Assessment Regulations (2015-16:24-25)
We retain copies of assessed work for the External Examiner to
review, and for future students to look at to help them
understand the assessment process. (NB: We always anonymise
assessed work, which is being used as examples for future
students and will ask for your permission to do this).
Guidance Notes - Marking criteria
You should address all aspects of the assessment.
This assignment is in the form of a presentation or poster and a
seminar paper.
Your assessment should include the following elements and
should take the form of a presentation and a seminar paper. The
format of both assessments should include an introduction,
conclusion and references as usual. The main body of your
presentation and seminar paper overall should include the
following elements but does not need to follow the order below,
which is simply a guide of topics to include drawn from the
Learning Outcomes:
Introduction
An explanation and critique of advocacy for people with
profound learning disabilities
An explanation and critique of professions and their roles in
health and social care

12. An explanation and critique of the responses of society to adults
who are perceived as ‘different’ or ‘vulnerable’
An explanation and critique of relevant perspectives and
theories relevant to empowerment and advocacy
Critical reflection on your own and others’ responses to issues
of empowerment and advocacy that also takes account of ethical
and equal opportunity issues
A clear demonstration of your transferable skills of presenting
complex ideas in ways that are understood by target audiences.
Conclusion
References
Please refer to the PRESENTATION OF WRITTEN
COURSEWORK in your programme handbook.
Success Criteria
Further Details (what the success criteria mean)
Style
Clearly written, with correct spelling and grammar;
Avoidance of repetition and unnecessary material (i.e. no
‘waffle’ or ‘padding’);
Arguments are presented clearly and the work is ‘focused’ on
the assignment title.
A footer across each page should contain: name, student
number, module title and code, and key words from assignment
title.

13. Structure
Seminar Paper style (e.g. you can use headings, subheadings,
bullet points etc.)
Presentations should be clear, well-structured and well
referenced. Your presentation should demonstrate your skills in
presenting complex ideas in ways that are understood by target
audiences.
Application of theory to practice
Clear attempts to define key concepts and terms;
Appropriate, limited use is made of direct quotations;
Frequent use is made of supporting literature
Use of Sources
In depth, accurate understanding of credible academic sources is
demonstrated (no newspapers or news websites unless
applicable)
Referencing
Referencing in the text should conform to Harvard protocol, e.g.
author (year, page no)
A full reference listGRADE DESCRIPTORS
The grading descriptors that follow offer representations of
achievement by marks from 100 to 0. The pass mark for
modules which accrue credit is 40%. Programmes and fields
may enhance these criteria to meet the specific requirements of
the subject and, where relevant, professional bodies.
GRADE A* 80-100%
Work at this level will show an outstanding mastery of the

14. material, a high level of awareness of the controversies and
critical standpoints and present a sustained analytical argument.
It will also offer genuine insights and present a constructive,
independent and original line of thought. The candidate will
relate the topic under consideration to wider issues, and make
valid generalisation in moving from the empirical to the
abstract. Correct referencing techniques will be used
throughout.
(A* grade may be used on coversheets and assignments as part
of the feedback process. A mark of 80% and above will not be
distinguished from a mark of between 70- 79% on the
University’s student records system and will show as an A grade
only)
GRADE A 70-79%
Work at this level will show mastery of the material, awareness
of the controversies and critical standpoints and the ability to
sustain an analytical argument. It will also offer genuine
insights and show the ability to develop a constructive,
independent or original line of thought. The candidate will show
a recognition of how the topic under consideration relates to
wider issues, and an ability to make valid generalisations in
moving from the empirical to the abstract. Correct referencing
techniques will be used throughout.
GRADE B 60-69%
Work at this level displays a high level of competence in
knowledge and analysis. It will show an awareness of
controversies or critical standpoints and the ability to make
appropriate connections and distinctions. It falls short of First
Class through failure to sustain a high level of perception or of
original thought, and is distinguished from Second Class (Lower
Division) by the grasp and insight it shows and the adroitness of

15. its argument.
GRADE C 50-59%
Work at this level would normally display sound knowledge and
an average capacity to advance a case and to deploy
information, though without sophisticated analysis. Work might
be placed in this category if an essentially descriptive approach
combined with soundness of argument and competent coverage
of the topic.
GRADE D 40-49%
Work in this category would normally display some, thought
possibly superficial, knowledge. While showing recognition of
the main implications of a question, it would tend to adopt a
factual and descriptive (rather than analytical or interpretative)
approach. Work at this level is likely to be adequate but
undistinguished and limited in awareness or incomplete in
treatment of topic.
FAIL
All work awarded a mark below 40% at the first attempt may be
redeemed for a maximum of 40%, a Grade D.
GRADE F 35-39%
Work in this mark range will normally be characterised by some
weakness in one or more of the following areas: a level of
failure to fully consider the questions set; some inadequacy of
material or knowledge; an inability to fully advance or defend a
coherent argument based on sufficiently relevant or detailed
evidence. Inadequacy of expression may bring a Grade D
answer into this category.

16. Grade F 2-34%
Work at this level which is characterised by one or more of the
following weaknesses:
a) total failure to consider the questions set;
b) gross inadequacy of expression, material or lack of
knowledge;
c) inability to advance and defend a coherent argument based on
relevant evidence
Grade F 1%
This mark indicates the work has been submitted but was failed
on grounds of one of the following:
a) poor academic practice;
b) proven academic misconduct;
c) second attempt submitted after the deadline;
Assessment Regulations 2015-16 Page 19 of 32
d) corrupt, unreadable files or incorrect format submitted for
eSubmission.
Grade F 0%
Work not submitted.
Indicative Reading
Key Texts:
Adams, R. (1996) Social work and empowerment (3rd Ed)

17. Basingstoke: Palgrave Macmillan
Bateman, N.(2000) Advocacy skills for health and social care
professionals (3rd ed) London: Jessica Kingsley
Bateman, N. (2006) Practising welfare rights Oxford: Routledge
Brandon, D. (1995) Advocacy power to people with disabilities
Birmingham: Venture Press
Charlton, J.I. (2000) Nothing about us without us: Disability
oppression and empowerment University of California Press
Dunning, A. (1995) Citizen advocacy with older people: a code
of good practice. London: Centre for Policy on Ageing
Flogan, C.F. (2000) Facilitating empowerment: A handbook for
facilitators, trainers and individuals Kogan Page
Goodley, D. (2000) Self-advocacy in the lives of people with
learning disabilities: the politics of resilience. Buckingham:
Open University Press
Gray,B. and Jackson, R. (2002) Advocacy and learning
disability London : Jessica Kingsley
Gray B & Ridden G (1999) Lifemaps of People with Learning
Disabilities London: Jessica Kingsley
Henderson, R. (2001) A right result?: advocacy, justice and
empowerment Bristol: Policy Press
Jack, R. (1995) Empowerment in community care London:
Chapman & Hall
Mitchell, D. [et al.].(2006) Exploring experiences of advocacy

18. by people with learning disabilities : testimonies of resistance
London: Jessica Kingsley
Mullender, A (1991) Self-directed groupwork: users take action
for empowerment London: Whiting and Birch
Ramchara, P. (ed) (1997) Empowerment in everyday life:
learning disability London: Jessica Kingsley
Servian,R. (1996) Theorising empowerment: individual power
and community care Bristol: Policy Press
Smale, G.G. (1993) Empowerment, assessment, care
management and the skilled worker London: HMSO
Stevenson, O. (1993) Community care and empowerment York:
Joseph Rowntree Foundation
Sutcliffe, J. (1990) Adults with learning difficulties: education
for choice and empowerment Buckingham: Open University
Press for National Institute of Adult Continuing Education
Sutcliffe, J.(1993) Self advocacy and adults with learning
difficulties: contexts and debates Leicester: Natinal Institute of
Adult Continuing Education
Tufail,J. (2007) Advocacy in action London: Jessica Kingsley
Tufail,J. (2007) Introducing advocacy London: Jessica Kingsley
Williams, P. & Shoultz, B. (1984) We can speak for ourselves:
self-advocacy by mentally handicapped people. Brookline
Books
SC3004 Empowerment and Advocacy - ASSESSMENT
FEEDBACK

19. Student name:
Assignment topic:
Poster or Presentation
Marking tutor: RH
Marking criteria
70+
Comprehensive knowledge Awareness of controversies
Sustain analytical argument
Constructive, original line of thought
High standard of literacy
Correct referencing
60-69%
Good knowledge
Competence in analysis
Appropriate connections
Detailed treatment of material
Good standard of literacy and referencing
50-59%
Sound knowledge
Soundness of argument
Descriptive approach

20. Competent coverage of topic
Sound standard of literacy and referencing
40-49%
Superficial knowledge
Factual and descriptive
Limited
coverage of topic
Some errors in literacy and referencing
Below 40%
Does not answer the question; significant omissions, or
inclusion of incorrect or irrelevant material;
Meaning impaired by literacy and unsatisfactory referencing
(a) Demonstrate an in depth knowledge and understanding of
the responses of society to those adults who are perceived as
‘different’ or ‘vulnerable’, and apply the concepts of
empowerment and advocacy to these responses.
(b) Show critical and analytical intellectual engagement with
relevant perspectives and theories relevant to empowerment
and advocacy

21. (c) Demonstrate reflection on own and others’ responses to
issues of empowerment and advocacy that also takes account of
ethical and equal opportunity issues.
(d) Demonstrate transferable skills of presenting complex ideas
in ways that are understood by target audiences.
Comments:
Mark awarded:
Marker signed:
Date:
Moderator signed:
Date:
SC3004 Empowerment and Advocacy - ASSESSMENT
FEEDBACK
Student name:
Assignment topic:

22. Seminar paper
Marking tutor: RH
Marking criteria
70+
Comprehensive knowledge Awareness of controversies
Sustain analytical argument
Constructive, original line of thought
High standard of literacy
Correct referencing
60-69%
Good knowledge
Competence in analysis
Appropriate connections
Detailed treatment of material
Good standard of literacy and referencing
50-59%
Sound knowledge
Soundness of argument
Descriptive approach
Competent coverage of topic
Sound standard of literacy and referencing

23. 40-49%
Superficial knowledge
Factual and descriptive
Limited
coverage of topic
Some errors in literacy and referencing
Below 40%
Does not answer the question; significant omissions, or
inclusion of incorrect or irrelevant material;
Meaning impaired by literacy and unsatisfactory referencing
(a) Demonstrate an in depth knowledge and understanding of
the responses of society to those adults who are perceived as
‘different’ or ‘vulnerable’, and apply the concepts of
empowerment and advocacy to these responses.
(b) Show critical and analytical intellectual engagement with
relevant perspectives and theories relevant to empowerment
and advocacy

24. (c) Demonstrate reflection on own and others’ responses to
issues of empowerment and advocacy that also takes account of
ethical and equal opportunity issues.
(d) Demonstrate transferable skills of presenting complex ideas
in ways that are understood by target audiences.
Comments:
Mark awarded:
Marker signed:
Date:
Moderator signed:
Date:
BSc (Hons) Health, Community and Social Care Studies
Level 6
Empowerment and Advocacy